Portland, ME, United States

University of Southern Maine

Portland, ME, United States

The University of Southern Maine is a multi-campus public comprehensive university and part of the University of Maine System. USM's three primary campuses are located in Portland, Gorham and Lewiston in the U.S. state of Maine. Many courses and degree programs are also offered online. Originally founded as two separate universities , the two state universities were combined in 1970 to help streamline the public university system in Maine and eventually expanded by adding the Lewiston campus in 1988. The Portland Campus is home to the Edmund Muskie School of Public Service along with the Bio science Research Institute, the University of Maine School of Law, the Osher Lifelong Learning Institute and the Osher Map Library, and the USM School of Business. The Gorham campus, much more residential, is home to the School of Education and Human Development and the School of Music.USM is among the "Best Northeastern Colleges," according to The Princeton Review's 2007 listings, and was also included in its 2007 edition of "America's Best Value Colleges." As of 2012, USM had 7,500 undergraduate students and 2,320 graduate and law school students, with an average class size of 25 and a student-faculty ratio of 15:1. Recent controversial decisions by the university administration to cut programs and fire up to 50 faculty have led to student led protests on the campus. Wikipedia.

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News Article | April 21, 2017
Site: wineandcraftbeveragenews.com

The University of Southern Maine (USM), Portland, ME welcomed the 2nd Annual New England Craft Brew Summit on March 31, 2017, hosted by the Maine Brewers’ Guild. Glenn Cummings, president of USM, welcomed over 500 craft brewers as representatives of an industry “with more plaid [and] more beards than any Maine logging company.” The keynote speakers were Bart Watson, chief economist at the Brewers Association, and Katie Marisic, federal affairs manager at the Brewers Association, both willing to maintain the jovial atmosphere. Both supplied statistical data showing how the craft brewery industry in the region has been growing, with IPAs being the most preferred style in New England. With more than two breweries opening a day nationally, the field is becoming more competitive, but the New England region is cooperative rather than competitive. This attitude was apparent as neighboring breweries openly discussed their brews and provided advice. One such example of this is Austin Street Brewery, a small brewery in Portland. Located in sight of Allagash Brewing Company, the two are in frequent contact with each other and are friendly. As the keynotes finalized their talk, they stressed that the industry is growing and that there is a rise in the craft beer market and a reduction in the premium brands. The seminars were in three sessions with several options each session following either a business track or a technical track. Industry experts as well as fellow brewers shared their experiences and answered questions from attendees. Throughout the day, USM had a lab open house in which attendees could see the technical aspect of brewing while conversing with students of the curriculum. Over 25 vendors were present from across the industry, ranging from hops and malts to insurance and labels. When the tradeshow was open, local breweries offered their brews to the attendees for tasting. Although it was only the second year, the New England Brew Summit was viewed as a success, and it should. As support for the industry increases, New England is emerging as a catalyst. Simply put, six states are working cooperatively to make their entire industry grow.

WHAT: Student work from Husson University will be featured at an exhibition on Tuesday, May 2, 2017. A wide variety of creative mediums will be represented as part of this showcase. Student drawings, paintings, pastels, photography, graphic design, set design, computer aided drafting, digital illustration, collages, assemblages, and batik prints will be on display. The featured work was created in a variety of fine arts courses at Husson University. Also included are graphic design pieces from the marketing and communications program at Husson’s New England School of Communications and individual student submissions. Exemplary student work from the following courses will be included as part of this showcase: The exhibition is free and open to the public. WHO: Kathi J. Smith, an assistant professor of studio arts and art appreciation at Husson University, organized this exhibition. She will be available for interviews. Assistant Professor Smith joined Husson University in 2014 and has over 15 years of art education experience. She holds a Bachelor of Fine Arts in painting and drawing, with a minor in art history from the University of Southern Maine. Smith also has a Master of Fine Arts in painting from the University of New Hampshire. Prior to joining Husson University, Smith taught at Plymouth State University where she received their Distinguished Teaching Lecturer Award. Over the past four years, she has participated in many regional and national exhibitions, and five prestigious residencies. She received a full fellowship supported by the Joan Mitchell Foundation to attend the Vermont Studio Center and has been a fellow and artist-in-residence at the Virginia Center for the Creative Arts, Weir Farm National Historic Site in Connecticut, and the Heliker-LaHotan Foundation in Maine. In the summer of 2014, she participated in a seven-week artist-in-residency program in Brittany, France, sponsored by Maryland Institute College of Art. The July 2013 edition of Artscope Magazine ran a feature on her called “Kathi Smith’s New England.” She exhibits her work regularly in Maine, New York, and New Hamphire and maintains a working studio in Bangor, ME. Smith practices primarily in the arena of painting and drawing, though she also has facility in ceramics, printmaking, and other mediums. Smith’s artwork reflects her landscape, in which she invites close observation of familiar-seeming places and their narratives. WHEN: Monday, May 2, 2017 from 2 p.m. – 6 p.m. Refreshments will be served from 4 p.m. - 6 p.m. WHY: This showcase is designed to give students an opportunity to share their work with the public. It is also an opportunity to highlight some of the exceptionally talented students at Husson University. Public exhibitions are a valuable part of the art educational experience. They serve as venues where students can exchange creative ideas with their peers and receive feedback from members of the public. The event is a collaboration between Husson’s College of Science and Humanities and the University’s New England School of Communications. For more than 100 years, Husson University has prepared future leaders to handle the challenges of tomorrow through innovative undergraduate and graduate degrees. With a commitment to delivering affordable classroom, online and experiential learning opportunities, Husson University has come to represent superior value in higher education. Our Bangor campus and off-campus satellite education centers in Southern Maine, Wells, and Northern Maine provide advanced knowledge in business; health and education; pharmacy studies, science and humanities; as well as communication. In addition, Husson University has a robust adult learning program. For more information about educational opportunities that can lead to personal and professional success, visit Husson.edu.

News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has announced its list of the best colleges in Maine for 2017. 16 four-year schools had the caliber to make the list; Bowdoin College, Saint Joseph’s College of Maine, Colby College, University of New England and University of Maine were the top five. Seven two-year schools were also highlighted, with Northern Maine Community College, Eastern Maine Community College and Washington County Community College coming in as the top three. A full list of schools is included below. “High-quality degree programs and employment resources are a winning combination, and these distinguished Maine colleges offer both to their students,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “We’ve found these schools provide the greatest career preparedness across multiple measures of student success.” To be included on the “Best Colleges in Maine” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on more than a dozen additional data points including diversity of program offerings, career services, educational counseling, financial aid availability, graduation rates and student/teacher ratios. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Maine” list, visit: Maine’s Best Four-Year Colleges for 2017 include: Bates College Bowdoin College Colby College Husson University Maine College of Art Saint Joseph's College of Maine Thomas College Unity College University of Maine University of Maine at Augusta University of Maine at Farmington University of Maine at Fort Kent University of Maine at Machias University of Maine at Presque Isle University of New England University of Southern Maine ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.

Basic research with pigeons on behavioral momentum suggests that differential reinforcement of alternative behavior (DRA) can increase the resistance of target behavior to change. This finding suggests that clinical applications of DRA may inadvertently increase the persistence of target behavior even as it decreases its frequency. We conducted three coordinated experiments to test whether DRA has persistence-strengthening effects on clinically significant target behavior and then tested the effectiveness of a possible solution to this problem in both a nonhuman and clinical study. Experiment 1 compared resistance to extinction following baseline rates of reinforcement versus higher DRA rates of reinforcement in a clinical study. Resistance to extinction was substantially greater following DRA. Experiment 2 tested a rat model of a possible solution to this problem. Training an alternative response in a context without reinforcement of the target response circumvented the persistence-strengthening effects of DRA. Experiment 3 translated the rat model into a novel clinical application of DRA. Training an alternative response with DRA in a separate context resulted in lower resistance to extinction than employing DRA in the context correlated with reinforcement of target behavior. The value of coordinated bidirectional translational research is discussed.

Increasingly, Extended Producer Responsibility (EPR) and Product Stewardship (PS) frameworks are being adopted as a preferred policy approach to promote cost-effective diversion and recovery of post-consumer solid waste. Because the application of EPR/PS generally requires the creation of a separate and often parallel collection and/or management system, key to increasing the amount of waste recovered is to maximize the convenience of the collection system to maximize consumer participation. Convenient collection is often mandated in EPR/PS laws, however it is not defined. Convenience is a subjective construct rendering it extremely difficult to define. However, based on a dissection of post-consumer collection efforts under a generic EPR/PS system, this paper identifies and examines five categories of convenience - knowledge requirements, proximity to a collection site, opportunity to drop-off materials, the draw of the collection site, and the ease of the process-and the various factors of convenience within each of these categories. By using a simplified multiple criteria decision analysis, this paper proposes a performance matrix of criteria of convenience. Stakeholders can use this matrix to assist in the design, assessment, and/or implementation of a convenient post-consumer collection system under an EPR/PS framework. © 2012 Elsevier Ltd.

Brown S.W.,University of Southern Maine
Acta Psychologica | Year: 2014

Previous research suggests that time perception is supported by the same attentional resources involved in sequence processing. The present experiment was designed to clarify this connection by examining the relation between timing and reasoning tasks that involved either sequencing or non-sequencing judgments. For the timing task, subjects produced a series of 5-s intervals. For the reasoning tasks, subjects judged whether pairs of statements describing common actions either (a) were presented in the correct temporal order (sequencing), or (b) described similar actions or objects (similarity). Subjects performed the timing and reasoning tasks both separately and concurrently in a series of 3-minute trials. Comparisons of single-task and dual-task performance assessed interference patterns between concurrent tasks. Both reasoning tasks interfered with timing by making temporal productions longer and more variable. Timing had differential effects on the two reasoning tasks. Concurrent timing caused sequencing judgments to become slower, less accurate, and less sensitive relative to sequencing-only conditions. In contrast, similarity judgments were either unaffected or affected to a lesser degree by the concurrent timing task. These results support the notion that timing and sequencing are closely related processes that rely on the same set of cognitive resources or mechanisms. © 2013 Elsevier B.V.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 192.23K | Year: 2013

An implicit objective of most college and university programs is to develop student capacity for creativity. However, creativity itself is not typically taught or included as a topic in most undergraduate curricula or as an independent discipline. Teaching creativity is a dimension of higher education found primarily in Fine Arts and Design, and within specific areas of the Humanities, such as Creative Writing. Within STEM it is embedded in some engineering programs. This project is expanding understanding of creative thinking as a dimension of undergraduate coursework in STEM. It is creating opportunities for developing student creative thinking and increasing the effectiveness of faculty in delivering a curriculum that has been infused with exercises that reinforce creative thinking as an integral part of undergraduate STEM education at the University of Southern Maine. The major step in achieving this goal is engaging STEM faculty in workshops to introduce them to techniques for infusing creativity into courses. The principal goal is to engage faculty in STEM disciplines and to help them develop modules for incorporation into existing courses. Five day summer institutes bring together a cohort of 8 faculty members from the Departments of Applied Medical Sciences; Environmental Science; Exercise, Health and Sports Sciences; Biology; Computer Science; Mechanical Engineering, and Technology. During the workshops faculty learn strategies for how to create modules that combine creative thinking with STEM course materials. These modules will be incorporated into existing curricula. Faculty will join in a second summer institute the second year and will both develop and refine their modules and also incorporate them into one of their scheduled upper level classes for the academic year.

Intellectual Merit: Few studies for teaching creativity in the area of STEM education at the K-12 and undergraduate levels have been done. To this end, an underlying intellectual principle of the proposal is the evaluation of the impact of this approach on both faculty and students.

Broader Impacts: This project has the potential for serving as a model for incorporating creative thinking processes into education in STEM instructions.

Agency: NSF | Branch: Standard Grant | Program: | Phase: FED CYBER SERV: SCHLAR FOR SER | Award Amount: 300.46K | Year: 2014

The University of Southern Maine, the University of Maine at Fort Kent, and the York County Community College are collaborating in a two-year project to pilot and evaluate the feasibility of implementing an inter-institutional virtual cyber security collaborative learning laboratory. In a traditional classroom or laboratory, the student has the support of the faculty and or other students and the physical immediacy positively impacts the students? learning, decisions and outcomes. Cybersecurity virtual laboratories are shared resources that minimize the cost of replicating cybersecurity educational programs and allow students from several institutions to remotely use the hardware at the lead institution. A student working in a virtual cyber security laboratory can work as part of a group at great distances from the physical hardware and other students. This project will develop procedures and practices to fill in the gaps between virtual and physical laboratories in reliable and cost effective ways.

The research design allows for the evaluation of the feasibility of implementing the inter-institutional laboratory in five, four-hour rounds of simulations over three semesters. Evaluation research will utilize a mixed-method approach, with an emphasis on interviews, surveys, observations, and usage data to assess faculty and student attitudes toward and use of the virtual cybersecurity laboratory, and the extent of cooperation among the three institutions in the implementation of the laboratory. Quantitative analysis of student performance data will allow for preliminary assessment of the promise of the virtual laboratory for achieving the expected learning outcomes related to Protect and Defend cyber security scenarios.

Agency: NSF | Branch: Standard Grant | Program: | Phase: LAW AND SOCIAL SCIENCES | Award Amount: 165.48K | Year: 2014

Despite doctrine that assumes to the contrary, the structure of the modern justice system rests on the assumption that individuals can both access and deploy the kind of legal knowledge that used to be the exclusive province of legal professionals. A great deal of research focuses on methods of providing access to professional legal knowledge. Little has focused on whether and how lay individuals can deploy such knowledge in, for example, litigating small claims court cases. This project will investigate whether and how lay individuals can deploy professional legal knowledge when questions of access to knowledge are eliminated. The project is innovative in evaluating the deployment of lay legal knowledge via a field experiment, a method that can illuminate causation and that has as yet been seldom used within legal sites. The project is also methodologically innovative in integrating insights from multiple disciplines concerning cognition and action into the deployment of legal advice. The field experiment consists of two comparisons: (i) a self-help assistance packet addressing the legal aspects of household legal problems versus an offer of representation from legal professionals, and (ii) a self-help packet covering good household management practices versus telephone or in-person household management counseling. The self-help packets will be mailed directly to lay individuals to eliminate the question of whether people had access to legal knowledge. By comparing the outcomes experienced by individuals randomized to the packets versus outcomes experienced by individuals randomized to professional and quasi-professional assistance, the investigators will discover whether and how lay individuals can deploy professional legal knowledge.

The project addresses important issues concerning the use of legal knowledge in a deprofessionalized environment. The investigators will disseminate their findings broadly, ensuring it is useful to relevant policymakers. The project will also contribute to the training of scholars in multi-disciplinary methods in the social sciences.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 592.25K | Year: 2012

Building on an infrastructure of student support assembled with the help of an NSF grant to assist students with disabilities, the University of Southern Maine is testing the effectiveness of scholarships in improving educational opportunities for students of STEM disciplines. The program awards scholarships to academically talented but financially needy incoming students, both first-year and transfer, to offset a large part of their unmet need. The students are supported through an intensive summer bridge program, a living and learning community, faculty and peer mentors, advisors, and tutors, along with seminars to foster strong study habits and career awareness. Opportunities for undergraduate research and co-operative internships further engage the students. The model thus developed is non-intrusive but comprehensive, using recruitment, retention, and placement to maximize the success of students, many of whom are of non-traditional age, first in their family to attend college, or otherwise underrepresented in the STEM workforce.

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